Community Literacy: Commodifying Children's Spaces

Abstract

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Interactive Dynamic Assessment, A Diagnostic Tool For Children with Fetal Alcohol Spectrum Disorder

“…Using Talk-Drawings are an illustration of what the texted stated and makes the meaning of the words more memorable. Readers with FASD can read words but often have difficulty developing and understanding a sense of story structure [7]. Reading is a complex problem-solving process involving perception, language and thought.…”

Children’s literature as a springboard to place‐based embodied learning

“…With many walking trips to the nearby river, a taken-for-granted feature of the familiar landscape was re-negotiated as a social space, a place of play, learning and ecological significance that fostered environmental understanding as well as place appreciation and attachment (Gruenewald 2002). I used autoethnography 3 as it considers the study of one's own culture, which for me is being a privileged white woman working in the social geography for many years in the same neighborhood school (Wason-Ellam and Ward 2003;Wason-Ellam 2005). I position myself in HaigBrown's (1990) category of border-work for as a professional educator I chose to remain and work in society's margins 'outside of my postcode' in a supportive and bridging role helping to problematize the inequalities in schools and its hegemonic practices while advocating for culturally responsive resolutions (Giroux 1992).…”

Female Hero-Seekers in Folk Fairy Tales From XIX Century: Feminist Stories for Reading in Education

“…Wason-Ellam (1997) points out that feminist fairy tales are not “powerful enough to disrupt” (p. 436) the traditional gender discourse already developed in children. In other words, children-readers comprehend the narrative in their own horizon of expectations (Jauss, 1982), where gender and other roles have already been constructed (Änggård, 2005; Davies, 2003; Wason-Ellam, 1997; Yeoman, 1999). A more recent research by Kostas (2018) has referred to a feminist version of Snow White .…”

“…Research has shown that children do not accept feminist or other alternative fairy tales as willingly as they accept classical fairy tales (Kostas, 2018; Wason-Ellam, 1997), which can be explained by the relation between the esthetic distance and the horizon of expectations (Jauss, 1982). Namely, readers are already familiar with a traditional fairy tale, so a feminist fairy tale deviates too much from their horizon of expectations.…”